Teaching outdoor and adventure activities: an investigation of a primary school physical education professional development p

Adventure Education 
How is adventure education otherwise different from outdoor education?
Adventure and outdoor education are similar, yet different. Both involve elements that 
link closely to development of self-reliance and self-confidence, personal responsibility 
and respect for others as well as the environment (Dyson & Brown, 2010; Stiehl & 
Parker, 2010) as does outdoor and adventure activities. Many of the concepts or themes 
developed in adventure education (eg trust, communication, problem solving) are 
prerequisites for participation in activities in the outdoor environment. The 
characteristics identified below are common to both adventure and outdoor education. 
Experiential – based on the notion of ‘doing’ that instils a sense of ownership 
Risk – understanding that risk means something different to every person 
Challenge – helping young people to accept challenge as a means to grow 
Enjoyment – pleasure is ‘key’ to continued participation in any activity 

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Problem solving – resolving problems individually or in a group is critical to 
group cohesion and cooperation. 
Adventure Education is a philosophy rather than a set of activities. Adventure is 
about trust, choice, cooperation, self-confidence, respect, discovery, problem solving, 
enjoyment, challenge and taking risks. According to Siedentop and Tannehill (2000), 
‘experiential learning provides learners with the opportunity to challenge themselves 
physically and mentally, work cooperatively as a group to solve problems and overcome 
risk, and again respect for, confidence in, and trust in themselves and their peers’ (p. 
151). Miles and Priest (1990) state that, 
Adventure education involves the purposeful planning and implementation of 
educational processes that involve risk in some way…. The defining 
characteristic of adventure education is that conscious and overt goal of the 
adventure is to expand the self, to learn and grow and progress toward the 
realization of human potential. (p. 1)
Similar to the aims of O&AA, in adventure education children are encouraged to 
think independently while working with their classmates, in an atmosphere of 
cooperation, trust, self-expression and problem solving (Dyson & Brown, 2010).
Brown (2006) points to the importance of noting that adventure programmes taught in 
schools as part of a physical education programme may be conducted in school gyms or 
on sports fields – the main point being that, ‘the participant is actively engaged in the 
learning endeavour, preferably in a holistic manner which requires physical, mental and 
emotional commitment’ (p. 685). Adventure education has been promoted within 
physical education for its student centred pedagogy which is seen as an innovative and 
holistic approach to movement education and a means of developing social interaction 
and personal qualities